Partnership to Provide Bilingual Teacher Assistants Denver Public Schools - Bridget Galati Spring Institute - Jessie Hawthorn & Heather Hernandez COTESOL Nov. 2016
Check in What brought you to this session? ● ? ● ? ● ? ● ?
Objectives 1. Gain awareness of the demand for bilingual ELA classroom paraprofessionals in Denver Public Schools 2. Identify the barriers to employment for bilingual adults interested in this career pathway 3. Understand how Spring Institute has worked alongside DPS to minimize the barriers 4. Understand the lessons learned and apply these to other similar situations
Denver Public Schools
Paraprofessionals support our kids
Partnerships
Spring Institute for Intercultural Learning ● Formed in 1980 ● Main office 1373 Grant St., Denver, CO 80203 ● 6 programs Adult Education ○ Colorado Welcome Bock ○ ○ Project SHINE ○ Intercultural Training and Consulting The Spring Cafe and Learning Center ○ The Interpreter Network ○
Adult Education Program at Spring Institute Adult Basic English as a Customized Education Second adult (8th grade Language education equivalent or lower skills) Adult Digital literacy Exam Secondary and other preparation Education employment (Work Keys) (high school skills equivalency)
Unfilled bilingual paraprofessional positions in DPS
What is the most underused resource in our schools today?
Funding
Outreach and recruitment ● Partner with community organizations ● Flyers at back-to-school events ● District communications ○ Parent Portal ○ Social media? ● Word-of-mouth (secretaries, teachers, neighbors, etc.)
Sites and learners Spring/ Summer 2016 ● Colfax Elementary School ● Place Bridge Academy Maxwell Elementary School ● Fall 2016 ● Maxwell Elementary School College View Elementary School - Center for Family Opportunity ●
Instruction ● Screening for high level ELLs crucial ○ Minimum level to succeed is a high 5/low 6 ○ Class moves too quickly to offer strong support to ELLs ○ Reading and writing req. are high level (early college) ○ The writing requirement is impossible to meet without strong grasp of English language
Instructor/Partner ● Access to computer lab School highly advisable WorkKeys test is ○ Intersections administered on computer ● Strong partnership with host school Have a reliable contact ○ to answer HR questions or train teachers in those policies
Materials We Used Steck Vaughn Career Ready Series ● ○ Applied Mathematics ○ Business Writing ○ Locating Information Reading for Information ○ ● Steck-Vaughn online resources ● Get familiar with Khan Academy or Math Antics on YouTube for support in math instruction
WorkKeys exams Reading, Business Writing, Math ● Scheduling ● Remind and prepare learners ● Follow up
Hiring Process ● Pass 3 Workkeys exams ● Prepare resume and complete online application ● Receive support from DPS Human Resources ● Get invitation to interview at local school and participate in interview ● Complete criminal background investigation ● Offer letter
Lessons learned: Recruitment
Lessons learned: Locations and Schedule
Lessons learned: Orientation and Enrollment
Lessons learned: Classes Allot sufficient time for writing ● instruction and practice ● Consider asking students to email essays to practice typing and organizing writing at home, as real test is typed. ● Get familiar with WorkKeys test yourself! Cohorts should last at least 12 ● weeks, if possible, for best outcomes.
Lessons learned: WorkKeys
Lessons learned: Hiring
Lessons learned: Relationship Building
Future Continue this program to meet demand at schools if funding is available
Objectives 1. Gain awareness of the demand for bilingual ELA classroom paraprofessionals in Denver Public Schools 2. Identify the barriers to employment for bilingual adults interested in this career pathway 3. Understand how Spring Institute has worked alongside DPS to minimize the barriers 4. Understand the lessons learned and apply these to other similar situations
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